Abstract:
The study investigated the effect of Computer Assisted Instruction (CAI) on the attitude
and cognitive achievement of students in chemical bonding. The study compared the
effect of CAI and a Traditional Method of Teaching (TMT) on the cognitive achievement
of students in chemical bonding.
The study was conducted in the Kwahu East District of the Eastern Region of Ghana.
Schools that offered chemistry as an elective subject were the target population. The total
accessible population for the study comprised of forty-six (46) students; twenty-two (22)
in the experimental group and twenty-four (24) in the control group.
A researcher designed Chemical Bonding Achievement Test (CBAT) containing twenty
(20) multiple choice questions and Chemical Bonding Attitude Scale (CBAS) containing
thirty (30) questions were used in the collection of data. The experimental and control
groups were taught with CAI and TMT respectively and the data collected analysed
descriptively and inferentially.
The results of the study revealed that CAI materials significantly enhanced the
achievement of students taught chemical bonding than those taught with TMT. The
results also showed that CAI improved the achievement of low cognitive students in a
chemical bonding class. A t-test conducted gave a p = 0.00, which showed a significant
difference between the pre-test and post-test CBAT scores of the experimental group.
Additionally, the study showed that integrating animation with text and narration in the
learning environment of students changed their attitude due to its motivational effect.
Description:
A Dissertation in the Department of Science Education, Faculty of Science Education,
submitted to the School of Graduate Studies, University of Education, Winneba in
partial fulfilment of the requirements for the award of the Master in Science Education
degree.
December, 2015
